The Perspectives of Educators and Learners on E-Learning: A Cross-Sectional Descriptive Study in a Medical School

Abstract

Purpose: To determine the challenges, effectiveness, level of reception and acceptance of E-learning by students (learners) and faculty (educators) in a medical college during the lockdown period of the COVID-19 pandemic. Methods: An online questionnaire-based cross-sectional study was conducted among learners and educators at AIIMS, Bhubaneswar, Odisha, India, in the month of August 2020. A total of 203 learners and 24 educators participated in the study. The link of the Google form containing the questionnaire was sent to the students and teachers, and the responses obtained were analyzed with SPSS software (version 20). Results: Two hundred three MBBS students and twenty-four faculty members participated in the study. In our study, 34.5% (n=70) learners and 62.5% (n=15) educators preferred supplementation of E-learning with conventional mode of pedagogy in the future. There was a significant correlation between the convenience and the effectiveness of E-learning. Both learners and educators considered E-learning to be moderately effective. The major problems faced by the educators while conducting online sessions were network issues, difficulty in conducting practicals, lack of controlled environment, and lack of attentiveness by the learners. More than half of the students were satisfied with the E-learning provided by the institute. Educators found E-learning to be moderately convenient, whereas they felt conventional classroom teaching is highly convenient. Conclusion: Educators and learners were quick to adapt to the online mode of learning but the shift was mired with initial challenges. There is a requirement of capacity building in terms of skill development and digital infrastructure building to ensure seamless and effective E-learning.

Challenges and barriers to e-learning experienced by trainers and training coordinators in the Ministry of Health in Saudi Arabia during the COVID-19 crisis

“…However, as has been shown in the results of this study, many previous studies have indicated frequent technological failures as a barrier to e-learning [ 25 , 27 , 29 ], and they all highlighted the major problems faced by educators while conducting online sessions as a result of network issues.…”

“…Students commented on the lack of appropriate action from school administrators in response to student feedback on the conduct of e-learning [ 26 ]. Padhi et al [ 27 ] reported that 91.7% of educators indicated that communication skills were the most essential skill for teaching effectively in the context of e-learning, followed by technological skills.…”

“…Likewise, a national survey conducted among medical students in the Philippines indicated that these students faced several interrelated barriers as they adapted to online learning. The students cited a lack of guidelines and policies, haphazard class schedules, low-quality teaching materials, ineffective teaching strategies, and excessive class requirements as barriers [ 27 ]. Additionally, the unavailability of policy documents raised concerns regarding the attainment of specific objectives in e-learning and continued training during the pandemic, which caused low-quality remote learning [ 31 – 33 ].…”

A Response to “The Perspectives of Educators and Learners on E-Learning: A Cross-Sectional Descriptive Study in a Medical School” [Letter]

“…I read with great interest the article by Padhi et al 1 on the perspectives of educators and learners on E-learning within medical school. As a final-year medical student having experienced significant E-learning due to the COVID-19 pandemic, I wish to offer my insights and suggest aspects of the study that could be improved.…”

Using Technology Adoption Theories to Maximize the Uptake of E-learning in Medical Education

“…One study found that trainees who viewed technology-assisted learning in their program favorably had fewer concerns that their training was compromised by the pandemic [8]. Other studies conducted during the pandemic found that successful implementation of e-learning requires that educators focus on strategies to maximize learner engagement [9], minimize technical burden [10], and integrate tools conscientiously into existing learning environments [11].…”